1. 1.1 Where Are We and How Exactly Did We Get Here? An Overview of Responsiveness to Instruction, its History & Philosophy

2. What’s in a Name? National Model: Response to Intervention North Carolina Model: Responsiveness to Instruction Why the difference? –Intervention sounds like Special Ed –Instruction ties the initiative to student achievement and away from Special Ed

3. Where did we start? Creation of pilot sites… Creation of pilot sites… –In 2005, the State Board of Ed created 10 pilot sites (2 schools in five districts) to examine the use of RtI –Lillington-Shawtown & Gentry were among those pilot sites

4. Piloting RtI As pilots… As pilots… –Waiver of some policies regarding requisite evaluations for making students eligible for special designed instruction through Programs for Exceptional Children In 4 areas: OHI, SED, ID(mild), & SLD In 4 areas: OHI, SED, ID(mild), & SLD –Very few answers/guidance beyond training in the use of the Problem- Solving Model & RtI Assessment

5. Piloting Phase II In 2008, the State Board’s waiver was extended to all of the schools within the five pilot districts (Bertie, Burke, Guildford, New Hanover, & HARNETT) In 2008, the State Board’s waiver was extended to all of the schools within the five pilot districts (Bertie, Burke, Guildford, New Hanover, & HARNETT) By this time, more districts were also implementing but ONLY could use RtI to determine eligibility for SLD By this time, more districts were also implementing but ONLY could use RtI to determine eligibility for SLD Now, all schools in pilot districts could entitle students for EC services in the 4 high incidence disability categories Now, all schools in pilot districts could entitle students for EC services in the 4 high incidence disability categories

6. Angier Benhaven Boone Trail Buies Creek Erwin North Harnett Overhills Anderson Creek Harnett Primary Highland Johnsonville Lafayette South Harnett Wayne Avenue Coats Gentry Lillington-Shawtown What does the timeline look like? (In corn years…1 day in the life of corn = 1 month of RtI implementation)

7. Well, what do you know? Take 2 minutes and answer all of the questions independently. At your tables, discuss your confidence in your knowledge of RtI. Also, discuss the sources of your information (implementation experience, research, conferences, magazine/web articles, etc.)

8. The Link Between IDEA and RtI IDEA – focus is on providing services in the least restrictive environment (LRE) IDEA – focus is on providing services in the least restrictive environment (LRE) Late ’90s shift to a focus on outcomes Late ’90s shift to a focus on outcomes IDEA ’04 says: IDEA ’04 says: “…to improve the academic achievement and functional performance of children with disabilities including the use of scientifically based instructional practices, to the maximum extent possible” (20 U.S.C. 1400(c)(5)(E))

9. The Link Between IDEA and RtI IDEA also says: IDEA also says: –In determining whether a child has a specific learning disability, a local education agency may use a process that determines if the child responses to scientific, research-based intervention…(20 U.S.C. 1414(b)(6)(B) Early intervening Early intervening

10. The Link Between ESEA (NCLB) and RtI NCLB focuses on proficiency for all students NCLB focuses on proficiency for all students Requires access to general education curriculum Requires access to general education curriculum Requires exposure to grade-level content (no out-of-level testing) Requires exposure to grade-level content (no out-of-level testing) Likelihood with reauthorization to insert RtI language Likelihood with reauthorization to insert RtI language

11. What Is RtI? “An ongoing process of using student performance and other data to guide instructional and intervention decisions” “An ongoing process of using student performance and other data to guide instructional and intervention decisions”

12. What Is RtI? “the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions” “the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions”

13. RtI Core Principles We can effectively teach all children We can effectively teach all children Effective instruction (academic AND behavior) in general education is foundation for all decision-making Effective instruction (academic AND behavior) in general education is foundation for all decision-making Intervene early Intervene early Use a multi-tier model of service delivery Use a multi-tier model of service delivery

14. Philosophy of RtI Changes in philosophy are necessary for all of those involved: Changes in philosophy are necessary for all of those involved: All children can learn All children can learn Focus on meeting the needs of all children Focus on meeting the needs of all children Wealth of knowledge and partnership from parents Wealth of knowledge and partnership from parents Work collaboratively to develop solutions and strategies Work collaboratively to develop solutions and strategies

15. Philosophy of RtI Proactive instruction within general education Proactive instruction within general education Prevention more cost effective than remediation Prevention more cost effective than remediation Utilize resources necessary to meet the educational needs of all children Utilize resources necessary to meet the educational needs of all children

16. Where do you see the connections? RtI shares a philosophical foundation with many of the current, important educational reform efforts. Where do you see philosophical connections between RtI and the other improvement efforts in your building, our district, and our state/nation? RtI shares a philosophical foundation with many of the current, important educational reform efforts. Where do you see philosophical connections between RtI and the other improvement efforts in your building, our district, and our state/nation?

17. What about Assessments? What about Assessments? RtI advocates two principles: Assessments should have a relationship to positive child outcomes, not just predictions of failure Assessments should have a relationship to positive child outcomes, not just predictions of failure Assessments without this relationship do little to benefit children and waste precious time and resources Assessments without this relationship do little to benefit children and waste precious time and resources

18. What About Traditional Evaluations? Brief screening measures of IQ can rule out intellectual disability Brief screening measures of IQ can rule out intellectual disability If intellectual disability is not suspected, measures of IQ have no role in LD diagnosis with RtI If intellectual disability is not suspected, measures of IQ have no role in LD diagnosis with RtI

19. Assessment In RtI Focus on achievement, behavior, and the instructional environment Focus on achievement, behavior, and the instructional environment Measurable and changeable Measurable and changeable Related to child outcomes Related to child outcomes In-depth analysis of performance relative to peers In-depth analysis of performance relative to peers Intervention aimed at improving rate and level of skill development Intervention aimed at improving rate and level of skill development

20. Cautions in Assessment Focusing only on the child can miss important factors Focusing only on the child can miss important factors “Instructional casualties” “Instructional casualties” Not exposed to early literacy skills Not exposed to early literacy skills Marginally effective general education Marginally effective general education Instruction not scientifically validated Instruction not scientifically validated Instruction implemented with poor integrity Instruction implemented with poor integrity

21. Core of RtI Assessment Measures all domains that may affect achievement Measures all domains that may affect achievement Comprehensive assessment includes: Comprehensive assessment includes: Screening of hearing & vision Screening of hearing & vision In-depth assessments in: In-depth assessments in: Current academic skills Current academic skills Instructional environment Instructional environment Behaviors Behaviors Interventions Interventions

22. Core of RtI Assessment Focuses on assessment of instructional principles Focuses on assessment of instructional principles Variables assessed and considered for intervention: Variables assessed and considered for intervention: Time allocated for instruction Time allocated for instruction Academic learning time Academic learning time Pacing of instruction Pacing of instruction Number of opportunities to respond Number of opportunities to respond Sequencing of examples and non-examples of skills Sequencing of examples and non-examples of skills

23. Core of RtI Assessment Uses assessment to make good teaching decisions Uses assessment to make good teaching decisions Includes a measure of integrity in interventions Includes a measure of integrity in interventions

24. Core of RtI Assessment Measurement of intervention effectiveness Measurement of intervention effectiveness Early identification and early intervention Early identification and early intervention Intervention increase in intensity, guided by data based decision making Intervention increase in intensity, guided by data based decision making

25. Where have all the evals gone? As a table, answer the following questions… As a table, answer the following questions… 1. Have you been a part of an eval (using A- Team) that ended with a determination the student was not eligible due to the lack of discrepancy? If so, what was the feeling after the meeting? 2. How have you changed your teaching practices because of the information in a psych report?

26. Why the Problem Solving Model (PSM)? The number of students with disabilities grew from 3.7 million to 5.3 million The number of students with disabilities grew from 3.7 million to 5.3 million Eliminate inappropriate referrals and increase the legitimacy of the referrals initiated Eliminate inappropriate referrals and increase the legitimacy of the referrals initiated

27. Why the Problem Solving Model (PSM)? Laut et al. (2001) implemented a PSM/CBM model in three elementary schools Laut et al. (2001) implemented a PSM/CBM model in three elementary schools 77% of the students that went through the previous (TAT) pre-referral process were referred for testing and only 35% qualified for special education services 77% of the students that went through the previous (TAT) pre-referral process were referred for testing and only 35% qualified for special education services With the PSM/CBM model 50% of the students that went through the process were sent for testing and 75% were found eligible for special education services With the PSM/CBM model 50% of the students that went through the process were sent for testing and 75% were found eligible for special education services

28. Why the Problem Solving Model (PSM)? 70% of K-5 initial placements first year are from K-2 nd grade. 70% of K-5 initial placements first year are from K-2 nd grade. –76% –80% After first year there has been an 8:1 reduction in Special Ed placements across 25 K-5 schools. After first year there has been an 8:1 reduction in Special Ed placements across 25 K-5 schools. –An additional 6% reduction After first year there was a 45% reduction is special education placements for black males. After first year there was a 45% reduction is special education placements for black males. –An additional 22% reduction Parents satisfaction surveys indicate higher level of approval for the new process. Parents satisfaction surveys indicate higher level of approval for the new process.

29. In sum… PREVENTION: RtI uses assessments to shape both the core instruction and the targeted interventions within general education INTERVENTION: RtI improves both the efficiency and effectiveness of investing resources to evaluate and intervene with special needs DETERMINATION: RtI provides data that is useful in making eligibility determinations for EC programs

30. How well is it going? Based on your experience, how well is RtI helping your school site with… Based on your experience, how well is RtI helping your school site with… –PREVENTION –INTERVENTION –ELIGIBILITY DETERMINATIONS [Use the old plus/delta approach to evaluating our efforts.]